TCDC Drop-In Hours

Image by Maksymiv Yura in Freepik

Written by Mirabelle Tinio, TCDC Curriculum Consultant

Starting in September, the Teaching and Curriculum Development Centre (TCDC) will host drop-in hours for faculty and instructional staff who would like support with course planning and development, assessment design, and teaching and learning strategies.

WHERE?

While TCDC is being renovated, drop-in hours will be held in the EdTech Lab in Portable M (closest to the library).

WHEN?

Afternoons on the following Tuesdays:

Sept. 24, 1:30- 3:00 pm
Oct. 22, 1:30- 3:00 pm
Nov. 19, 1:30- 3:00 pm

Mornings on the 2nd Friday of the month:

Oct. 11, 10:00 –11:30 am
Nov. 8, 10:00 –11:30 am
Dec. 13, 10:00 –11:30 am

WHAT?

Come by during TCDC drop-in hours if you would like support with:

  • Course planning
  • Developing assignments or exam questions
  • Tips on how to use more active learning strategies in your courses
  • Developing or revising course learning outcomes
  • Completing EdCo forms
  • Ideas on best practices to incorporate into your courses
  • Challenges you are experiencing in your classes

For assistance with larger curriculum projects, please contact TCDC@langara.ca.

WHAT CURRICULUM DEVELOPERS DO

Curriculum Development, Assessment & Renewal

Curriculum consultants are faculty members who support and guide departments with curriculum development, assessment and/or renewal projects.

Course Design, Teaching & Learning

We are also available to help with course planning, assessment or assignment design, or strategies for using more engaging instructional activities.

Indigenization and Decolonization Support

We welcome faculty who would like to start or continue conversations about how to Indigenize and decolonize their curricula. We can discuss with you what Indigenization might look like in your teaching area, point you toward sound resources, and offer suggestions for activities and conversations about Indigenous worldviews that are appropriate to your classrooms.

Development of Intercultural Competence and Intercultural Perspectives

We are also happy to discuss how to integrate the development of intercultural perspectives. We can find ways to embrace and celebrate diversity while facilitating the development of intercultural competence, a skill that will help students thrive in our diverse community.

 

WHO WE ARE

Full-Time Curriculum Consultants

Natalie Knight, PhD
Natalie is Yurok from northern California and Diné(Navajo) from New Mexico. She has interests and experience in facilitating discussions about decolonizing education, supporting Indigenous students, and blending Indigenous knowledges with Eurocentric knowledge.

Carmen Larsen, MEd, GCert in Instructional Design
Carmen taught in the fields of EAP and teacher education for many years before coming to TCDC. She has a specific interest in exploring ways to apply research from the cognitive and education sciences to improve all aspects of instructional design. As a settler working on the unceded traditional territory of the Musqueam Nation, she is keen to learn more about decolonizing education and her own practice.

Shawna Williams, MEd
Shawna has several years’ experience teaching in EAP classrooms and has been an instructor in teacher education programs since 2013. She is interested in investigating instructors’ continuing professional development journeys, and is particularly keen to assist departments with developing curriculum assessment plans.

Part-Time Curriculum Consultants

Sarah Bowers, MA
Along with her CDC work, Sarah is also the department chair of TCDC and EdTech and an EdTech Advisor. Her areas of interest are research- and evidence-based teaching and learning and one of her passions is dispelling neuromyths in education.

Jessica Kalra, PhD
Along with her work in TCDC, Jessica is also an instructor in Biology and Health Sciences. She has a specific interest in applying evidence-based pedagogical principles and Indigenous ways of knowing to science curriculum. Her current areas of research in teaching and learning include universal design for learning and assessment design to address academic dishonesty.

Mirabelle Tinio, MA, Maîtrise en lettres
Mirabelle has taught French at Langara for the past 15 years. She is interested in exploring cooperative and experiential learning techniques, ways of integrating metacognition in the classroom and teaching students study skills. Currently, she is developing core competencies with her articulation committee and researching ways to assess intercultural competence.

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